A study attempted to determine a variety of facilitating and militating elements that influence Content Area Literacy/Learning Teaching Strategies (CAL/LTS) implementation. It investigated the impact of various contextual or ecological features embedded within the student teaching experience on student teachers' ability to implement various strategies. Five student teachers who had taken the author's Content Reading Class were interviewed at different times during the semester and their responses were analyzed to categorize their predominant supervisory styles using J. A. Zahorik's university supervision types (1988). Results indicated that unless preservice teachers see for themselves that attention to content literacy helps improve students' subject matter learning, they cannot fully accept the need for such instruction. Results showed that student teachers needed additional support, either via nudge or overt expectations, to actually apply what they had learned. (Thirty-seven references, two appendixes containing biographical sketches of student teacher participants and a checklist of CAL/LTS strategies, and one figure are attached.) (PRA)